人教版 (PEP)六年级下册Unit 1 How tall are you? Part A第1课时教案设计

这是一份人教版 (PEP)六年级下册Unit 1 How tall are you? Part A第1课时教案设计，共2页。教案主要包含了教学导航，教学过程，知识目标，能力目标，情感目标等内容，欢迎下载使用。
Unit 1  How tall are you?Part A【教学导航】教学内容Let’s learn, Do a survey and report, Let’s try, Let’s talk     教学目标【知识目标】1.四会词汇:younger, older, taller, shorter, longer2.三会词汇:dinosaur, hall, metre, than, both3.重点句型:⑴—How tall are you?  —I’m 1.61 metres.⑵Wu Binbin is taller than John, but Zhang Peng is taller than Wu Binbin.【能力目标】1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。2.能够理解并熟练运用问答身高的句型；能用四会词汇，与比较级的结构，完成比较和描述。3.能够运用计量单位metre，能根据所给的数据，运用比较级标志词than进行人或物身高的比较和描述。【情感目标】引导学生主动关注身边的人和事物。 教学重点1.Let’s learn中younger, older, taller, shorter, longer五个单词的学习。2.询问和回答某人身高的句型的学习。3.能在语境中灵活运用比较级来表达“A比B更……”。  教学难点1.形容词的比较级的构成及其在句中的运用。2.让学生学会在实际生活中询问身边的人或物的年龄、身高等并用比较级的句型来比较和描述。教学准备课本、教学图片若干、课件、磁带、录音机（或其他音频播放设备）等课时安排2课时 【教学过程】第一课时教学过程批注一、Warm-up & Revision1.Free talk同学们，新学期到来了，大家在假期里玩得开心吧，肯定长高了不少吧。T:How many people are there in your family?   S1:There are three.   S2:Four.           S3:…T:How old are you?  S4:I’m 11 years old.  S5:I’m 10 years old.2.学生之间互相询问，组长做好相关记录。      “T”代表教师，“S”代表学生，后同。  二、Presentation & PracticeLet’s learn1.教师呈现三组分别表示年长、年幼、高矮和长短的图片，带领学生认读并学习新词。(1)教师出示潘长江和林书豪的照片（其他类似的也可）,引出shorter和taller。T:Look at the Picture One. He is Pan Changjiang. He is short. Look at the Picture Two. He is Lin Shuhao. He is tall. Pan Changjiang is shorter than Lin Shuhao. Read after me. Shorter, shorter, shorter. Lin Shuhao is taller than Pan Changjiang. Read after me.Taller, taller, taller. (板书shorter,taller)(2) 教师让学生再次观察潘长江和林书豪的照片,启发学生发现二者的年龄差异，引出older与younger。T:I think Pan Changjiang is older than Lin Shuhao. Read after me. Older, older, older. We can also say Lin Shuhao is younger than Pan Changjiang. Read after me. Younger, younger, younger. (板书older ,younger)(3)教师出示一长一短两把尺子，引出longer/shorter。T:Look at these two rulers. I think this one is longer than that one. We can say that one is shorter than this one,too.学生跟读longer与shorter。（板书longer, shorter）2. 玩游戏：词语接力赛。教师随口说出taller, shorter, longer, younger, older中的任意一个，迅速点S1起来说出其反义词,以做示范。然后学生分组开展活动，S1随口说一个词，迅速点S2回答，依次进行淘汰赛。对于卡壳、答错或反应过慢的学生可以给予小小的惩罚，比如稍后为组内同学表演个小节目（唱首歌或跳支舞）。3. 播放录音让学生跟读。（注意矫正学生的发音）4. 教师引导学生模仿课文例子进行相关的简单对话，并试着运用“A is younger/older than B.”“A is taller/shorter than B.”等句式进行简单表达。Do a survey and report1.教师将全班分成6—10人一组，让学生先在下面自主练习。10分钟后请一组学生上台，一人依次询问小组成员：“How old are you?”“How tall are you?”，其他人依次回答：“I’m…years old.”“I’m…metres.”教师请一名学生做速录员，根据对话制作出一份建议调查表。如：NameS1S2S3S4Age1112  11 12Height(m)1.611.601.591.622.教师引导学生用younger/older或taller/shorter来说句子，根据表格来进行描述。如：S2 is older than S1.     S1 is younger than S4.S4 is taller than S3.   S3 is shorter than S1.S4 is taller than S1, S2 and S3.  S4 is the tallest of all in the group.    用图片加强学生对所学词汇读音、拼写、意义的直观印象，便于学生记忆。        在速度竞赛中，进一步强化学生对本课重点单词的记忆。         对于在“小小调查员”场景游戏中表现优秀的小组和学生，教师要给予一定表扬或奖励。 作业设计1.抄写并熟记本课学的五个重点单词。2.自主预习A部分Let’s talk的课文。 板书设计Unit 1 How tall are you?taller  shorter younger  older  longerHow tall are you? I’m…A+be+比较级+than+B.